Keywords
young learners
English language teaching (ELT)
teaching methods
learning challenges
communicative approach
task-based learning
classroom management
student motivation
language acquisition
interactive learning
Total Physical Response (TPR)
gamification
early language education
cognitive development
teaching strategies
English language teaching (ELT)
teaching methods
learning challenges
communicative approach
task-based learning
classroom management
student motivation
language acquisition
interactive learning
Total Physical Response (TPR)
gamification
early language education
cognitive development
teaching strategies
How to Cite
TEACHING ENGLISH TO YOUNG LEARNERS: METHODS AND CHALLENGES. (2026). SYNAPSES: INSIGHTS ACROSS THE DISCIPLINES, 3(6), 217-220. https://universalpublishings.com/index.php/siad/article/view/19452
Abstract
This article explores effective methods and common challenges in teaching English to young learners. It highlights child-centered approaches such as communicative language teaching, task-based learning, and gamification, which enhance engagement and language acquisition. The study also examines psychological, social, and linguistic challenges faced by both teachers and learners. The findings suggest that successful English language teaching for young learners requires creativity, adaptability, and an understanding of children's cognitive and emotional development. Practical recommendations are provided to improve teaching effectiveness in early language education.References
1. Cameron, L. (2001). Teaching Languages to Young Learners. Cambridge University Press.
2. Harmer, J. (2007). How to Teach English. Longman.
3. Krashen, S. (1985). The Input Hypothesis: Issues and Implications. Longman.
4. Piaget, J. (1970). Science of Education and the Psychology of the Child. Orion Press.
5. Vygotsky, L. (1978). Mind in Society. Harvard University Press.
6. Willis, J. (1996). A Framework for Task-Based Learning. Longman.
7. Dörnyei, Z. (2001). Motivational Strategies in the Language Classroom. Cambridge University Press.
This work is licensed under a Creative Commons Attribution 4.0 International License.
Copyright (c) 2026 Malika Xushboqova, Xurriyat Nuriddinova
